【作者】 王文静；

【导师】 高文；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2002， 博士

【摘要】 20世纪80年代以来，建构主义及其密切相关的情境认知与学习理论、社会文化认知、生态认知、日常认知以及分布式认知等学习理论的迅速发展，标志着一个学习理论新时代的到来。特别在90年代，情境认知与学习理论逐步兴起，并成为学习理论领域研究的主流。这一理论整合了教育心理学和人类学的研究，强调了互动(interaction)的交互(reciprocal)特性，强调个体、认知和意义是在互动中被社会性和文化性地建构的。这一观点不仅拓展了建构主义的早期思想，认为主观世界是被建构的东西，而忽略了对个体建构者“身份”的建构；而且拓展了早期的情境性理论研究，认为在情境中建构出来的是所学东西的意义而不是从事学习的个人身份的理念。这一观点超越了二元论的方法，意在强调个体和环境的互动，把个体和环境看作是相互建构的——即希望建立一个学习的生态系统。情境认知与学习理论不仅更新了人们对学习的理解，而且推动了学校教育的变革，为基于情境认知与学习的教学模式研究奠定了理论基础。鉴于情境认知与学习理论以及基于情境认知与学习的教学模式在我国研究不够系统和深入，本文主要对情境认知与学习理论和基于情境认知与学习的教学模式进行研究，并进而对一个整合的基于情境认知与学习的教学模式的案例——贾斯珀系列进行全面剖析。 论文主要包括导论、基本理论研究、教育心理学和人类学领域基于情境认知与学习的典型教学模式研究、整合的教学模式案例研究以及基于情境认知与学习的教学模式未来发展与展望五个部分。 论文第一部分导论，对基于情境认知与学习的教学模式研究的背景进行分析的基础上，阐明了这一问题研究的理论与实践意义，并简要介绍了论文的基本结构与研究方法。 论文第二部分属基本理论研究，包括第一章情境认知与学习的理论研究和第二章基于情境认知与学习的教学模式概述两部分内容。 第一章在大量分析、整合西方对这一问题的研究基础上，主要从情境认知与学习的涵义、历史发展轨迹、主要内容及要素三个方面对情境认知与学习的理论进行全面系统的研究，并进而对与这一理论密切相关的建构主义学习理论进行相关研究。 第二章着重探讨了基于情境认知与学习的教学模式的涵义及特征，并对中西方基于情境认知与学习的教学模式研究现状进行分析。 ． ． 论文第三部分包括第三章基于功能性情境的教学模式研究和第四章认知学徒模式的变迁两部分内容。本部分立足教育心理学与人类学两大研究领域，对抛锚式教学模式、李吉林小学语文情境教学模式和认知学徒模式等三种最具有代表性的基于情境认知与学习的教学模式进行深入研究探讨。 第三章基于功能性情境的教学模式研究，立足教育心理学领域，选取中外基于功能性情境的教学模式的典型代表，抛锚式教学模式和李吉林小学语文情境教学模式进行专门探讨，并对这两种教学模式进行了深入的分析比较。 第四章主要对认知学徒模式的涵义、产生、在教育心理学和人类学领域的研究以及在情境认知与学习理论从“实习场”到“实践共同体”的发展和教育技术的演进与现代教育技术飞速发展的推动下，这一教学模式发生的变迁进行研究。 论文第四部分是论文的第五章从实习场到实践共同体——整合的基于情境 ．认知与学习的教学模式案例研究。 第五章共包括四部分内容。以美国温特贝尔特大学“认知与技术小组”开发的贾斯琅系列为例，对贾斯琅系列做了全面、完整的介绍，并进一步对贾斯琅系列的跨文化研究以及这一系列在中国的移植与创新做了探讨。 第五部分结束语是对本文的回顾与前瞻。在总结全文的基础上，对基于惰境认知与学习的教学模式未来发展做了展望，提出了本文研究的局限，表明了作者的研究观点与态度。更多还原

【Abstract】 Since the l980s, the raPid development of conStrUCvism and itS associatedleahang theories, including SitUated, Sociocultural, ecological, everyday, anddistrbuted coghhon indicates a new age of leamin theory. During the l990s, thedominan movement has moved tO the Perspective of the sihaed cognition andleahang. This perspective emPhasizes the reciprocal character of the interaction inwhich individuals, as well as coghtion and meaning, are considered socially andculturaIly constructed (Lave, l988).This perspective expands previous notions ofconstrUctivism in which it was the subjective world, not the individual constructof,that was treated as that which was being constructed. It also expands previoussitUaivity theory in which, it was the meaning of that Which was leamed, and not theindividual doing the ledng, that was described as constitued in the sitalion. Thisperspective also moves beyond dualistic treatInents to establish an ecology ofledring. The rising of this perspective not only renovated the understanding of"lendng", but also fOrced the refOrm of education and established the theoreticalfoundations of models of teaching based on sitUated cognition and leahang. Now inChina many researchers become awar of the importance of models of teaching basedon sitUated coghtion and ledring. However, moSt of the researches are notsystematic and thoroughly analyzed. Therefore, the main pUrpose of this dissetalionis to explore the situated cognition and leaming theories, the models of teachingbased on sitUaed cognition and leaming and a case stUdy (the Jasper Series) ofintegrated models of teaching based on sitUated cognition and leaming.The dissertation consists of five parts, including the introduction,the basic theoryof models of teaching, the tyPical models of teaclilng in educational psychology andWpology fields, a case study of inteped models of teaChing and the conclusion.The introduction discusses the barkground and sighficance of the models ofteaching based on sitUaed cognition and ledring, and why the auhor has chosen thissubject.Pni TWo includes tWO pAn, ChaPter One "the theory of situated cognition andlendng "and ChaPter Two "the surnmariZaion of the models of teaching based onsituated coghhon and leahang". ChaPtr One discusses the concept, development,history main conteflts and elements of the sitUated cognition and leaming, thendiscusses the leaming theory of constructivism.Part Three also includes two peds, Chapter Three "the models of teaching basedon functional situation" and ChaPter Four "the changes of the cognitiveapprenticeship". ChaPter Three mainly explores two typical models of teaching,anchored insmiction and Li Jilin’s Chinese situation models of teaching in primaryschooI, and then analyzes and compares them. Chapter Four explores the concept,development, the researches in educational psychology and anthropology fields andthe changes of the cognitive aPprenticeship.Part Four or ChaPter Five is a case study of integrated models of teaching. Itmainly presents the Jasper Series deveIoped by the Cognition and Technology Groupat Vanderbilt University in America. Then it explore the across intercultural researchof the Jasper Series and the transplant and innovation in China.In the Conclusion, we sununallze this dissertation and address its futUredevelopment and limitation.更多还原